Student Perspective of Learning in Research Courses in Law Under the Flipped Classroom Modality

Abstract

Objective: The purpose was to determine the factors that best describe the use of learning strategies of Peruvian law students who took research courses using the Flipped Classroom approach.   Method: A Questionnaire (LSQ-U α = 0.88) was administered to 160 subjects, consisting of 57 items scored on an ordinal scale; grouped into three macro dimensions with an acceptable reliability: Motivational Strategies (α = 0.82), Cognitive Strategies (α = 0.73) and Metacognitive Strategies (α = 0.81). An Exploratory Factor Analysis [Bartlett (X2 p: <0.01) and KMO (0.836)] was performed.   Results: Two factors emerged. Factor 1-Self-Regulated Learning (%σ2: 56.889), reflects the use applicability and self-reinforcement, together with organization, generative elaboration, and anchoring elaboration. Metacognitively, they make use of planning and revision. Factor 2-Motivational (%σ2: 17.270), privileges positive association, gradual approach, and applicability. Conclusion: The Flipped Classroom defines a profile that moves away from memorization, it enhances learning and stimulates the use of metacognition, thus revealing its benefits. The results show that FC is also an appropriate didactic option for virtual classes in the context of pandemic and post-pandemic, whose greatest need is related to a teaching profile and the management of technical computer skills.   Practical Implications: The information obtained from this work can be considered in the design and planning of systematic teaching and learning strategies that focus on students' attention, to support them in their search for better performance and academic success as indicators of the quality of the university system.